School Nurse Perceptions of Student Anxiety

Abstract

Anxiety disorders are common in youth. Because somatic complaints are a hallmark feature of anxiety, these students frequently visit their school nurse, creating an ideal opportunity for nurses to identify and assist them. In an effort to better understand current practices, we surveyed a large sample ( N = 93) of school nurses. Results indicated that the majority of nurses perceived anxiety as the most prevalent mental health issue in their students. Moreover, the majority of nurses reported that they did not use any formal screening tool or intervention protocol and stated wanting to expand their training in anxiety intervention. These data suggest that school nurses identify anxiety as a top problem but do not receive adequate training to address it. Data from this survey may be used to plan how best to fill gaps in nurse training and practices that can enhance nurses' capacity to optimize outcomes for anxious students.

Good interaction skills are not enough – competency in mental health issues in child health clinics and school health services

“…In earlier research, the identified strengths of the mental health competency of PHNs have been their interaction skills (21) and expertise in referring pupils with mental health problems to other professionals to obtain help (22, 21). However, there is also evidence of insufficient mental health competency among PHNs, such as inadequate skills to assess or identify mental health problems (21, 23–25) and lack of knowledge about symptoms or adequate care (22, 24). In addition, there seems to be a lack of tools and working models (26), as well as evidence‐based (25, 27) and structured interventions (28–30) in PHNs’ mental health work.…”

Supporting Student’s Mental Health: A Cross-Sectional Survey for School Nurses

“…However, Haddad et al (2010) showed that nearly half of school nurses had not had continuing education in mental health [12]. A survey in the US also showed that although 76.3% of the school nurses (n = 93) reported that anxiety was the most prevalent mental health issue among students, they did not use any evidence-based instruments or interventions to assess or manage students' anxiety [19]. According to a pilot randomized controlled trial [20], a brief intervention for students with anxiety (n = 54), provided by school nurses (n = 30), had a positive impact and reduced anxiety and related symptoms.…”

Providers’ Experiences with Delivering School-Based Targeted Prevention for Adolescents with Anxiety Symptoms: A Qualitative Study

“…Further, the providers assessing adolescents may be an example of an organization driver component integrated with a competency driver component (Fixsen, Blase, Naoom, & Wallace, 2009), as providing the assessment interview involves both an adjustment in the organization (the school) and an increase in the competence of the providers. A recent study found that school health personnel in the USA rarely know any assessment instruments or how to use them (Muggeo & Ginsburg, 2019). Our findings show that, according to the providers, systematic assessment help them to individually adapt group interventions to each participants' needs, functioning and goals.…”

“…Evidence-based targeted prevention for anxiety exist that could be delivered by school providers (Werner-Seidler, Perry, Calear, Newby, & Christensen, 2017;Fazel, Hoagwood, Stephan, & Ford, 2014;Masia Warner et al, 2016). However, available school providers infrequently deliver evidence-based mental health interventions (Muggeo & Ginsburg, 2019;Evans, Koch, Brady, Meszaros, & Sadler, 2013) and report low level of ease in providing such interventions (Stephan & Connors, 2013). Further, little is known about facilitators needed to succeed in implementation of such interventions.…”